Malini Mistry

Managing LSAs: an evaluation of the use of learning support assistants in an urban primary school

The multi‐tasking of classroom or learning support assistants (LSAs) is a well‐established phenomenon in English primary schools. As their roles have become better defined and specifically funded an element of role specialism has become essential. However, the management and direction of LSAs does not always appear to be clearly or effectively structured. Evidence collected from a small urban English lower school (4–9 years old) shows that job descriptions can be inaccurate and management structures ambiguous. Whilst senior management is able to visualize the ideal, lack of effective communication results in inefficient and arbitrary management of LSAs by teaching staff. The lack of a clear line‐management structure and ownership issues concerning the tasks performed are identified as the key barriers to improving the situation.

Why Are There Still so Few Men within Early Years in Primary Schools: Views from Male Trainee Teachers and Male Leaders?.

One of the challenges facing the Early Years (EY) sector is how to encourage more male practitioners to counterbalance a largely feminised workforce. Using case studies of male trainees at different stages of their primary undergraduate Initial Teacher Training course at one university, we attempt to consider data why there is under-representation of men within the leadership strata in EY settings. Questionnaires and interviews were conducted with the male sample groups and male leaders in primary schools to gain an overview regarding gender stereotyping. Our findings suggest that male trainees enjoy working in the EY sector, but they need mentoring by strong leaders to help them overcome the perceived contextual barriers of male stereotypes in that setting. In conclusion, we consider some of these barriers of stereotypes, attitudes, values, beliefs existing and the actions needed in addressing such stereotypes if a long-lasting change is to happen.

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners.

How effective is role play in supporting speaking and listening for pupils with English as an additional language in the Foundation Stage

This research investigated how role play supports the development of speaking and listening skills for pupils who have English as an additional language in the Foundation Stage. The literature highlighted sociocultural perspective on language development, importance of role play within Early Years pedagogy and key strategies for language learning which may be promoted through role play. Data was triangulated through questionnaires and interviews in relation to the key questions. The findings were positive with pupils demonstrating an improved use of English and a wider range of language learning strategies.

How Does the Use of Role-Play Affect the Learning of Year 4 Children in a Predominately EAL Class?.

This paper investigates role-play activities and how they can be used within learning for English as an Additional Language (EAL) pupils in a Key Stage 2 setting in England. Through observations, results showed effective role-play activities can be beneficial to EAL pupils, allowing them to practice words and phrases in a relaxed atmosphere supported by peers, teachers or bilingual assistants. Findings suggested that staff required specific training to provide them with strategies for teaching the very varied mixture of language needs and abilities. Recommendations included the use of role-play by teachers and the provision of additional support, thereby enabling staff to feel confident when incorporating role-play.

English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?

The number of pupils who have English as an Additional Language (EAL) in English schools is increasing, with an influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals the identification of personal assumptions and challenges of EAL provision are explored. Early indications suggest huge differential practice for EAL provision, support and training. Many staff suggested that they are culturally unaware and have little experience of supporting EAL children. Furthermore, the key challenge for leaders is how best to cater for all EAL children using a diverse workforce creatively and within tight financial constraints and competing school priorities.

English as an Additional Language: assumptions and challenges

The number of pupils who have English as an Additional Language (EAL) in our English schools is increasing with an increased influx of migrants from Europe. This paper investigates how schools are addressing the needs of these children. Using survey and interviews with teachers and paraprofessionals (teaching assistants and bilingual assistants), the identification of personal assumptions and challenges of EAL provision are explored. Early indications suggest huge differential practice for EAL provision, support and training. Many staff suggested that they are culturally unaware and have little experience of supporting EAL children. Furthermore, the key challenge for leaders is how best to cater for EAL children using a diverse workforce creatively and within tight financial constraints and competing school priorities.

Busting the myth of gender bias: views from men and women primary-school trainees and teachers

We explore the ideology associated with gender equality that despite primary schools and initial teacher education (ITE) institutions doing all they can to recruit men into primary education, a huge gender imbalance still exists. We frame our study around the notions of gender equality and professional responsibility. Using a multi-case study approach, this inquiry examined views of men and women from 12 English primary schools and one ITE institution regarding the cause and effect of gender bias. Findings show a differentially large gender gap in the sample schools and that there is good practice where schools are successful in attracting and retaining men teachers. Implications of these findings suggest that leaders in primary schools need to take a more active role to help change and shape the perceptions of men teachers in education. We conclude that leaders also need to help close the teacher gender gap in schools and ITE institutions through collaborative dialogue.

Vocabulary assessment to support instruction: building rich word-learning experiences

This book is a language guide based on better understanding the relationship between vocabulary and literacy through assessments that support teaching in the primary sector in the United States of America (USA). There are several commonalities between the way language is taught in primary schools in England and that in the USA, hence it is important to remember that the variations in method are linked to a different education system, but there are many useful ideas that can be incorporated in different education systems around the world. This book clearly illustrates the link between the ideas of the authors and practice in primary education. The chapters are progressive in knowledge and understanding from understanding the basics of vocabulary to linking literacy to theoretical understanding. This review for Education 3-13 focuses on how this book can be used in Early Years, Elementary and primary education. The book is organised with progressive chapter. Chapter one illustrates the importance of teaching and assessing vocabulary especially in a climate where emphasis is placed on reading comprehension and understanding in cross curricular learning. Chapter two focuses on theory associated with learning and linguistics that form the foundation of literacy learning. Chapter three begins to deconstruct examples of current assessments which is furthered in chapter four through features of enhanced assessments. Chapters five to eight discuss examples and strategies of how vocabulary can be taught effectively through a variety of resources. With the current emphasis on literacy learning and the link to cross curricular learning, this type of book is useful in encouraging those who are unsure of how to teach different aspects of language to become more confident, competent and more reflective of their practice. The authors through their wide range of experiences in the language and literacy field have constructed a range of ideas to support all those working with children in a language context through the specific link between vocabulary and assessment to help improve outcomes. Furthermore, the authors have illustrated how vocabulary is important in all aspects of learning and therefore assessing vocabulary is essential is illustrating the progress of children. Within each chapter there are sections which explain why key phrases are important. In addition, there are also a range of key bullet points that to try to illustrate the points being discussed. Some sections are broken down into key sub headings linked to particular aspects of the chapter theme. There are lots of practical ideas and strategies within the chapters to help the reader meet the needs of their children from understanding the basics of key vocabulary to embedding key skills in different contexts to try to help children make connections in their learning. This is particularly evident in chapter eight which focuses on a range of games, resources, and additional reading to help readers gain access to a variety of information. In conclusion, this book represents a useful resource for those who work with children in relation to understanding the role of vocabulary in learning from teachers to teaching assistants. It is also a useful resource for students who are being introduced to the different aspects of language, literacy and language learning.

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.